Outcomes Measurement in Higher Education: Educational Outcomes and Accreditation The following contributions address the topic of educational outcomes. The Bankson and Lund articles were developed in the fall of 1997 as Briefing Papers for the Academic Affairs Board. They were designed to provide basic information, stimulate faculty discussion and offer a forum for innovative ideas in academic programming. ... Article
Article  |   June 01, 1998
Outcomes Measurement in Higher Education: Educational Outcomes and Accreditation
Author Affiliations & Notes
  • Nicholas Bankson
    James Madison University, Harrisonburg, VA
    Chair, Council on Academic Accreditation
Article Information
Outcomes Measurement
Article   |   June 01, 1998
Outcomes Measurement in Higher Education: Educational Outcomes and Accreditation
SIG 10 Perspectives on Issues in Higher Education, June 1998, Vol. 2, 3-4. doi:10.1044/ihe2.1.3
SIG 10 Perspectives on Issues in Higher Education, June 1998, Vol. 2, 3-4. doi:10.1044/ihe2.1.3
The following contributions address the topic of educational outcomes.
The Bankson and Lund articles were developed in the fall of 1997 as Briefing Papers for the Academic Affairs Board. They were designed to provide basic information, stimulate faculty discussion and offer a forum for innovative ideas in academic programming.
Judith Rassi’s paper appeared in the Division 11, Administration and Supervision newsletter and is reprinted here with the permission of that division. Collectively they serve as a foundation for discussion of this timely topic. We invite your comments, in this forum and/or on the Division 10 listserv.
At the present time there is a great deal of interest and attention focused on outcomes assessment in higher education. While traditionally the accreditation of educational programs, both in regional and specialty accreditation programs, has focused on various aspects of the educational process (e.g., courses taught, majors offered, number of faculty, university resources), more recently those interested in academic accreditation have extended their focus to include describing and documenting cognitive, performance, and affective outcomes associated with the educational process. Such a focus has been endorsed by national accreditation recognition bodies (e.g., Council on Higher Educational Accreditation), regional accreditation bodies (e.g., Middle State Association of Schools and Colleges), and specialty accreditation programs (e.g., Council on Academic Accreditation in Audiology and Speech Language Pathology).
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